The effect of flipped classrooms on L2 learners’ development and retention of grammatical knowledge

Abstract

The present study was conducted within the framework of sociocultural theory to examine the effect of flipped instruction on Iranian English as a foreign language (EFL) learners’ development of conditional sentences. The study benefited from quantitative methodology within which 60 intermediate Iranian male EFL learners who were checked for their language proficiency by an Oxford Quick Placement Test (OQPT) to meet the homogeneity assumption were selected and given a pre- and post-test as well as a delayed post-test on conditional sentences. Half of the learners formed the experimental group and the remaining participants were assigned to the control group. The flipped instruction occurred through WhatsApp and was amplified by face to face discussions on the linguistic materials. Online learning environment armed the learners with the formal instruction of conditional sentences while the in-class time was devoted to tap into meaningful interaction for internalizing the previously-uploaded audio and video grammar tasks. The learners in the control group were provided with direct instruction by using traditional whiteboards. Results revealed that the experimental group, receiving flipped teaching, outperformed the control group that received conventional type of grammar instruction. Moreover, the use of flipped model resulted in significant improvement in learning and retention of conditional sentences. Findings also demonstrated that learners benefited from flipped-taught grammar augmented through feedback in the face-to-face classroom, which acts as the mediator between the teacher and the learners. It can be strongly recommended that teachers can take advantage of flipped instruction in providing effective instruction of language skills and sub-skills and facilitate the learning process for the learners as well.